Video games as pedagogical tools for human rights education: a critical examination of outlast and whistleblower

Abstract

If learning is most powerful when it moves from the mind to the body, could video games be the missing bridge between knowledge and a felt understanding of human rights? This thesis investigates whether video games can be established as effective pedagogical tools for human rights education (HRE). Traditional HRE approaches often rely on textual materials and formal instruction, which can limit learners’ emotional engagement and empathy. By critically examining the survival horror games Outlast and its sequel Whistleblower, this study evaluates how interactive digital environments might foster a deeper, embodied understanding of human rights violations and ethical responsibility. This study employs a combination of qualitative content analysis, cultural analysis and ludonarrative criticism to examine how Outlast and Whistleblower communicate human rights themes through narrative and gameplay. It is supported by theoretical frameworks in experiential learning. The analysis reveals that Outlast and Whistleblower effectively immerse players in experiences of vulnerability by simulating systemic human rights abuses. This immersive engagement fosters empathy and critical reflection, thereby bridging gaps often present in traditional human rights education. I conclude that video games have a unique potential as interactive pedagogical tools capable of imparting HRE. While this thesis focuses on Outlast and Whistleblower, the findings suggest extensive applicability for digital games as learning environments. Future research could explore diverse genres to further establish video games within human rights pedagogy as an independent field of study. Keywords: video games, human rights education, immersive engagement, Outlast, Whistleblower.